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AP Environmental Science Course Syllabus Course Description and Overview The goal of this course is to provide students with the scientific principles, concepts, and methodologies to understand the interrelationships of the natural world, to identify and analyze environmental problems and examine alternative solutions for resolving and/or preventing them. Class Size and Scheduling Section size is limited to 25 students. The course meets every other day for the duration of the school year. Class periods are 90 minutes long; thus, each section meets for an average of 225 minutes (3¾ hours) per week. Laboratory activities or field investigations are conducted once a week. [C6] C6 – The course includes a laboratory and/or field investigation component. A minimum of one class period or its equivalent per week is spent engaged in laboratory and/or field work. Environmental Science Curricular Requirement The course provides instruction in each of the following seven content areas outlined in the AP Environmental Science Course Description: Earth systems and resources, living world, population, land and water use, energy, pollution, and global change. Labs All students who are enrolled in AP Environmental Science must maintain an organized laboratory data notebook, conduct laboratory work according to safety rules, and submit required formal laboratory reports as assigned. They are expected to compete the assigned readings (approximately two to three chapters per week) with periodic chapter quizzes and major covering two or three chapters. Textbook, Lab Manual Living in the Environment: Principles, Connections, and Solutions, 14th ed. Miller, G. Tyler (2005); Pacific Grove, CA: Thompson, Brooks & Cole. (Ancillaries to Miller LITE: Instructor’s Guide to AP Environmental Science and CD-Rom) Advanced Environmental Science Lab Manual (2006), by Carol L. Matthews and N. Kathryn Weatherhead (Jacksonville FL: Teaching Point). Supplemental Materials Environmental Issues: An Introduction to Sustainability,2e (1999) ; Robert L. McConnell and Daniel C. Abel Environmental Science Activities Kit, Roa, Michael L. (1993); The Center for Applied Research in Education, West Nyack, NY Course Prerequisites and Requirements The prerequisites for AP Environmental Science include biology, chemistry and Algebra 1. Methods Instruction consists mostly of lectures, discussions, demonstrations, and written assignments, including research projects, in-class assignments, and homework. Approximately one class period per week is devoted to hands-on laboratory experiences of fieldwork. All lab and fieldwork requires a written report. Students will also be given several opportunities throughout the semester to receive exposure to and practice with released AP exam items. Lecture Because this course closely parallels a college course, lectures are generally delivered twice per week via overhead transparencies or PowerPoint notes. Reading Guides Most chapters will include a reading guide that will be completed by the student in segments. These will be assigned prior to lecture. Lab Component Laboratory experiences include experiments from lab manuals, data sets, fieldwork* (as weather permits), and student-designed experiments. Students typically work in lab groups of two to four, depending on the nature of the activity. *We will be studying the on-campus wetlands often throughout the course. Please keep a pair old sneakers or boots in your locker. Small-Group Activities Problem solving, design projects, and Internet research are the basis for small-group activities, which provide the opportunity for brainstorming, application, and synthesis of material from lectures and reading assignments. The groups must also present their findings to the rest of the class. Occasionally role-playing activities are employed to emphasize the many viewpoints and professional opinions involved in making environmental decisions. Videos All videos are used in conjunction with a video quiz or a specific assignment, either a case study or problem-solving exercise. Student Evaluation Student grades are determined in the following manner: A formal lab report with background research is required for each lab activity. These will count for twenty-five (25) points each. The reports must follow the guidelines provided to students per the APES Lab Report Guidelines handout. A lab data notebook is to be maintained for all laboratory work. It is collected weekly or biweekly and checked. Lab notebook checks will count for twenty (20) points each. Grade values for Individual and group projects will vary according to the complexity of the assignment. Specifics are provided to students at the time the assignment is given Class-work and homework are collected and graded as assigned. Quizzes are administered throughout the discussion of a topic or reading assignment. It is important that students review material regularly and keep current with their assignments. Major tests are administered after each major unit (two or more chapters.) The tests consist of 45 to 60 multiple-choice questions taken directly or modified from the author’s test bank. Students are also given three to five essay questions the week before the test. Students have one week to research, formulate, and organize their answers. On the day of the test, one student draws a number from a beaker of folded papers numbered from one to five. The number drawn is the essay the class will answer for the test; use of notes or other resources is not allowed. The procedure is repeated for each class section and for make-up tests. Course Planner 2 labs for each unit 2 activities for each unit Curricular Requirements C1 The teacher has read the most recent AP Environmental Science Course Description, available as a free down-load on the AP Environmental Science Course Homepage. AP Environmental Science Course Home Page C2 The course provides instruction in each of the following seven content areas outlined in the Course Description C2a Earth systems and resources C2b The living world C2c Population C2d Land and water use C2e Energy resources and consumption C2f Pollution C2g Global change C3 The course provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. The curriculum draws upon various scientific disciplines C4 The course included methods for analyzing and interpreting information and experimental data, including mathematical calculations C5 The course teaches students how to identify and analyze environmental problems, to evaluate the ecological and human health risks associated with these problems, and to critically examine various solutions for resolving or preventing them C6 The course includes a laboratory and/or field investigation component. A minimum of one class period or its equivalent per week is spent engaged in laboratory and/or field work. Resource Requirements The school ensures that each student has a college-level environmental science textbook (supplemented when necessary to meet the curricular requirements) for individual use inside and outside the classrooms. The school ensures that students have access to scientific equipment and all necessary materials to conduct college-level environmental science laboratory and or field investigations as outline in the teacher’s course syllabus The school ensures that the teacher has copies of recent college-level text(s) or other appropriate college-level materials for his or her consultation. AP Environmental Science Pacing Guide Assignments available on APES Room: http://mandarin.groupfusion.net NOTE: Each unit will include a reading guide. Reading guides are not included in the list of activities although they are mandatory. Unit 1: Ecology (4 weeks) Ch. 1, 2, 3, 4, 5, 6, 7, 8, 25 Chapter 1 (Miller, 2005): Environmental Problems, Their Causes and Sustainability Overview of environmental issues, their root causes, the controversy over their seriousness, and ways we can live more sustainably. [C2c; C2d; C2f] Video Critique: The Lorax, Dr. Seuss Book Review: The Truax Open Forum discussion: The Lorax vs. The Truax Tragedy of the Commons: Fishing Simulation: Degradation of free common renewable resources http://www.scienceteacherprogram.org/biology/szerlip03.html Chapter 2- Environmental History: Learning from the Past C2c: The course provides students with instruction in Population dynamics and trends. C2d – The course provides students with instructions in land and water use. C2f – The course provides students with instructions in pollution control. Major effects of hunter-gather societies, agricultural societies and industrialized societies on the environment; Environmental impact of current information and globalization revolution; Major phases in history of land and wildlife conservation, public health, and environmental protection in the United States. Environmental Legislation Project: using the World Wide Web, Research Laws and Treaties listed and include: name, draft year, amendment years; description of function; environmental issues affected, international or national agency/group responsible for regulation and enforcement. Create a timeline of these laws. Include In the timeline, people who have shaped the environmental movement in the US. Worst Mistake Reaction Essay: Read "The Worst Mistake in the History of the Human Race" by Jared Diamond, and write a personal reaction to the essay. Chapter 3: Science, Systems, Matter and Energy Nature of science; inquiry and experimental design C3 – The course provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. The curriculum draws upon various scientific disciplines. Lab: Scientific Method; Thumb Wrestling (Nature of Science, Matter & Energy Folder)[C3] Case Study on Easter Island, Chapter 1; Gonnick, Larry, Outwater, Alice (1996). The Cartoon Guide to the Environment. New York, NY: Harper Collins Lab: Atoms and molecules, A Review of Chemical Concepts Effects of Radiation Lab (Matthews & Weatherhead, 2006) – Students design an experiment to study the effects of radiation on seed germination Chapter 4: (Miller, 2005) – Ecosystems: What Are They and How Do They Work? Populations, communities, food chains, and food webs [C2b] Energy flow in ecosystems C2b – The course provides instruction in The Living World. Biological Energy Transfer Lab (Matthews & Weatherhead, 2006) – Students use a barn owl’s diet to calculate the biological energy transferred in an open field food web. Biogeochemical cycles [C2a] Webquest on Water(Nature of Science, Matter & Energy Folder) Nutrient Cycle Stories (APES Room) Students compose a story in first person style, as a molecule traveling through a cycle. Soil Lab: covers the particle size, physical and chemical characteristics of soils, profile of soil layers and importance of soil. C2a – The course provides instruction in Earth Systems and Resources. C2b – The course provides instruction in The Living World. Chapter 5 (Miller, 2005) – Evolution and Biodiversity Micro- and macroevolution [C2a; C2b] ISLAND BIOGEOGRAPHY AND EVOLUTION: SOLVING A PHYLOGENETIC PUZZLE USING MOLECULAR GENETICS (RP Filson) Students use distance and molecular genetics to determine which lizards in the Canary Islands evolved first. Continental Drift Webquest: students complete a series of activities to gain an understanding of continental drift and plate tectonics. Biodiversity Simulation Activity: Access Excellence activity using math to determine the Biodiversity Index. This is a simplified version of the Simpson or Shannon equations. A second simulation shows the benefit of a diverse forest culture as opposed to a monoculture in controlling disease. Ecological niches and adaptation [C2b] Chapter 6 (Miller, 2005) – Climate and Terrestrial Biodiversity [C2a] Weather and Climate Introduction to Biomes Activity Students identify the global distribution and characteristics of biomes. [C2b] Climatogram Instructions: Step by step instructions in making these graphs. Greenhouse Effect: Activity explaining our planet’s greenhouse gases, comparing to other planets and explaining why Earth is “just right”. Includes Albedo, Goldilocks Principle. El Nino Webquest; Students gain an understanding of this weather phenomenon by assembling data, generating graphs and making conclusions. They also answer questions dealing with ENSO background. Chapter 7 (Miller, 2005) – Aquatic Biodiversity [C2a; C2b] Book CD of images and tutorials covering the various Aquatic Lifezones Pre-fieldtrip DVD of GTMNERR(Guana-Tolomato-Matanzas National Estuarine Reserve Research) Field Trip to GTMNERR Biodiversity in the Library: Calculate the Biodiversity of Book Colors. This can also be done with cars in a parking lot. Chapter 8 (Miller, 2005) – Community Ecology [C2b] Community structure and species diversity Ecological Roles Lab (Matthews & Weatherhead, 2006) – Students observe, monitor, and analyze the ecological roles of native species, non-native species, indicator species, and keystone species. Species interactions Rabbits and Wolves Internet Activity – Student simulates the predator-prey relationship as well as the herbivore-vegetation relationship in an ecosystem. Ecological succession, stability, complexity, and sustainability Campus “walk-about” to wetlands, succession survey Chapter 25 (Miller, 2005) – Sustainable Cities Case Study on Watershed Management; Prentice Hall Web-link to: Environmental Science, Richard Wright, Environment on the Web Students read about a recent management plan for a Texas watershed, respond to questions and compare with other management plans. Development Challenge: a tutorial to simulate the problems that are faced when trying to develop a sustainable world. Urban Ecosystem Cross-Section and Assessment Report; Miller (2005): Instructor’s Guide to AP Environmental Science, Lab 25. Author: Robert M. Sanford, University of Southern Maine, ME Unit 2: Population Dynamics (4 weeks) Ch. 9, 11, 12, 13 C2c – The course provides instruction in Population. Chapter 9 (Miller, 2005) – Population Ecology [C2c] Population Dynamics and Carrying Capacity, Reproductive Patterns and Survival, Effects of Genetic Variations on Population Size and Human Impacts on Natural Systems How do Populations Grow? A multi step activity that encompasses the various concepts in population growth including growth curves, doubling time, competition, carrying capacity and others. C2d – The course provides instruction in land and water use Chapter 11 (Miller, 2005) – Sustaining Terrestrial Biodiversity: Managing and Protecting Ecosystems [C2a], [C2b], [C2d], [C2e][C2g] Ecological Footprint: survey that allows students to gain an understanding of their impact on the environment CNN video on Deforestation Video: Saviors of the Forest (1994): Terry Schwartz, Tod Darling C2e – The course provides instruction in energy resources and consumption. C2g– The course provides instruction that leads to understanding events that may lead to global change Jigsaw/Open Forum Discussion: ANWAR Debate Forestry Rangelands Public and Federal lands Land Conservation options Global Economics Loss of Biodiversity Chapter 12 (Miller, 2005) – Sustaining Biodiversity: The Species Approach [C3], [C4] [C5], [C6] Florida’s Most Unwanted (APES Room) Nonnative species poster Critically Thinking About Coyotes: A Dilemma in Wildlife Management; Miller(2005): Instructor’s Guide to AP Environmental Science, Lab #12; Author: Edward G. Wells, Wilson College, Chambersburg, PA Chapter 13 (Miller, 2005) – Sustaining Aquatic Biodiversity [C3][C4][C5][C6] Can the Oceans Keep Up with the Hunt?, Habitat Media, Excerpts from: “Empty Oceans, Empty Nets” and “Farming the Seas” Measuring and Monitoring Aquatic Conditions*; Miller(2005): Instructor’s Guide to AP Environmental Science, Lab#13, Author: Michael H. Jackson, St. Michaels University, Victoria, BC, Canada C3-C6 are listed below under Curricular Requirements *Monitoring of tanks will begin the first week of school. We will extend this activity by comparing aquarium data with real-time data, measuring oncampus wetlands, St. John’s River, the Atlantic Ocean and the Estuary at GTMNERR. Unit 3: Human Population Biodiversity (4 weeks) Ch. 10, 19, [C2c][C4][C5][C6][C2f] Population Histogram Project: APES Room, Population Histogram Ques07 Tox Town: Introduction to Environmental factors that affect a town Operation: Infection Detection, CDC: Interactive site that simulates the steps and the people involved in tracking down the cause(s) of a disease. Toxicity Lab: Miller(2005): Instructor’s Guide to AP Environmental Science, Lab#13, Author: Ben Smith, Palos Verde Peninsula High School Effect of various concentrations of nicotine on California Blackworms Unit 4: Energy (4 weeks) Ch. (parts of) 16 and17, 18 [C2e][C4][C5] Alternative Energy Project: Model Home, Solar Oven or similar design Personal Energy Audit: Watts the Cost?; Michael L. Roa, Environmental Science Activities Kit, Activity #18 Video: Modern Marvels: Renewable Energy(2006) Smart Solution PowerPoint, Sierra Club. Energy solutions. Compare/Contrast: Chernobyl, Three-Mile Island: video, BBC site Unit 5: Resources: Water and Soil (4 weeks) Ch. 14, 15, 16 [C2a][C2d][C2e][C2g] Soils and Food Production Lab Miller (2005): Instructor’s Guide to AP Environmental Science, Lab#14; Author: Salvatore Engel-DiMauro, University of Wisconsin, Stevens Point: Review basic concepts about characteristics and dynamics of soil and connection to human activities. Global Grain Production: Can We Beef it Up?, Robert L. McConnell & Daniel C. Abel; Environmental Issues, Measuring, Analyzing and Evaluating(1999) Florida's Waters : Reading Scavenger Hunt Guest Speakers: Riverkeeper, SJRWMD Web Quest on Geology and Non-Renewable Mineral Resources Unit 6: Pollution 1 (4 weeks) Ch. 20, 21 [C2f][C3][C5][C6] Atmosphere: brief overview of the properties associated with the atmosphere Air Pollution, What's the Solution? Online project covering all aspects of air pollution Guest Speaker, Dave Jones, DOH. Unit 7: Pollution 2 (4 weeks) Ch. 22, 23, 24 [C2f] C3] [C5] [C6] Sewage Treatment: Miller(2005): Instructor’s Guide to AP Environmental Science, Lab #22; Author: Daniel Hyke, Alhambra High School, Alhambra, CA: students build model of sewage treatment plant using plastic bottles to gain an understanding of the process and budget restraints in sewage treatment. Guest Speaker: JEA representative on Wastewater Treatment. Field Trip: Waste Management Personal Solid Waste Inventory, AP Summer Institute 2005, Workshop Materials, p.143. Students keep a log of the solid waste they generate in a week. The Impact of Interjurisdictional Waste Disposal: Truckin’ Trash (McConnell and Abel, 1999) Case study on the economic, social and environmental impact of hauling solid waste. Video Clip: Mobro 4000; Glencoe Biology: A Community Context: story of the trash barge that traveled from NY to S. America and back to NY. Unit 8: Human Society (4 weeks) Ch. 26, 27, 28 [C2a-g][C3][C4][C5][C6] World Cities PowerPoint, FSU, Tallahassee, FL: Presentation from a World Cities Class on various designs of sustainable cities. World Population Growth: How Long Will it Take to Fill up the Earth? (McConnell and Abel, 1999). Case Study Wants and Needs. (Roa, 1993), Activity #30: Students list things they have in their homes, interview a senior citizen to find out how they lived when they were that age. Students develop distinction between wants and needs. Time, money, energy and waste are considered. Community Planning-Where Do We Put the Landfill? (Miller, 2005), Lab #27, Author: Dr. Angela Morrow-Baker, University of N. Colorado, CO Bringing the World to the US Standard of Living (McConnell and Abel, 1999) Case Study looking at fossil fuel and standard of living. Negotiating for a Cooler Planet :( Miller-2005), Lab #28, Author: Edward Wells, Wilson College, Chambersburg, PA. Encourages critical thinking and the dimensions of ethics and politics and global climate change.